Applying Catastrophe Theory to an Information-Processing Model of Problem Solving in Science Education

Autor/inn/en	Stamovlasis, Dimitrios; Tsaparlis, Georgios
Titel	Applying Catastrophe Theory to an Information-Processing Model of Problem Solving in Science Education
Quelle	In: Science Education, 96 (2012) 3, S.392-410 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21002
Schlagwörter	Predictor Variables; High School Students; Logical Thinking; Science Education; Cognitive Style; Problem Solving; Short Term Memory; Grade 12; Cognitive Psychology; Psychometrics; Chemistry; Mathematical Models; Science Instruction; Statistical Analysis; Epistemology; Information Processing; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Cognitive styles; Kognitiver Stil; Problemlösen; Kurzzeitgedächtnis; School year 12; 12. Schuljahr; Schuljahr 12; Kognitive Psychologie; Psychometry; Psychometrie; Chemie; Mathematical model; Mathematisches Modell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Erkenntnistheorie; Informationsverarbeitung
Abstract	In this study, we test an information-processing model (IPM) of problem solving in science education, namely the working memory overload model, by applying catastrophe theory. Changes in students' achievement were modeled as discontinuities within a cusp catastrophe model, where working memory capacity was implemented as asymmetry and the degree of field dependence/independence and logical thinking as bifurcation parameters. Data from achievement scores of high school students in nonalgorithmic problem solving (chemical, organic-synthesis problems) were used and analyzed, using dynamic difference equations and statistical regression techniques. The dependent measure was the score difference in problems of varying demand from M = 3 to M = 8. The cusp catastrophe models proved superior (R[squared] = 0.73-0.84) to the pre-post linear counterpart (R[squared] =0.52-0.66). The empirical evidence for the catastrophe effect supports the nonlinear model for the working memory overload hypothesis. The results add to research endeavors that built bridges between concepts of the theory of nonlinear dynamical systems and problem solving in science education, and to IPM as well. Finally, the theoretical and practical implications are discussed. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10